DOCSLIB.ORG

1 Syllabus for Higher Diploma Course In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 Syllabus for Higher Diploma Course In Syllabus for Higher Diploma Course in Buddhist Studies (A course applicable to students of the University Department) From the Academic Year 2020–2021 Approved by the Ad-hoc Board of Studies in Pali Literature and Culture Savitribai Phule Pune University 1 Savitribai Phule Pune University Higher Diploma Course in Buddhist Studies General Instructions about the Course, the Pattern of Examination and the Syllabus I. General Instructions I.1 General Structure: Higher Diploma Course in Buddhist Studies is a three-year course of semester pattern. It consists of six semesters and sixteen papers of 50 marks each. I.2 Eligibility: • Passed Advanced Certificate Course in Buddhist Studies • Passed H.S.C. or any other equivalent examination with Sanskrit / Pali / Chinese / Tibetan as one subject. I.3 Duration: Three academic years I.4 Fees: The Admission fee, the Tuition Fee, Examination Fee, Record Fee, Statement of Marks for each year of the three-year Higher Diploma course will be as per the rules of the Savitribai Phule Pune University. I.5 Teaching: • Medium of instruction - English or Marathi • Lectures: Semesters I and II - Four lectures per week for fifteen weeks each Semesters III to VI – Six lectures per week for fifteen weeks each II Pattern of Examination II.1 Assessment and Evaluation: • Higher Diploma Course examination will be held once at the end of each semester of the academic year. • The examination for the Higher Diploma Course will consist of an external examination carrying 40 marks of two hours duration and an internal examination of 10 marks for all the sixteen papers. II.2 Passing: • To pass the Higher Diploma Course examination a candidate must obtain either 40% of the total marks in each of the external written examination and internal examination (i.e., separate passing: 16 in external and 4 in internal) • Or, minimum 50% marks out of 50 (i.e., aggregate passing) 2 • Those of the successful candidates who obtain minimum 50% of the total marks will be placed in the second class and those obtaining minimum 60% of the total marks will be placed in first class. • Allowed To Keep Terms (A.T.K.T.) and Exemption: A failing candidate is given exemption in those sections (external or internal) or papers in which she/he has secured minimum 50% marks if a candidate has passed in one section of a paper and failed in the other section of the same paper, she/he has the option to reappear either for the section in which she/he has failed or for the whole paper. • A candidate who has failed in the first year will be A.T.K.T. for the second year of the Diploma and a candidate who has failed in the second year will be A.T.K.T. for the third year. No one will be, however, given admission to the second and third years simultaneously. The candidate must have passed the examination in all the papers of the first year. II.3 Question Pattern: Higher Diploma Course in Buddhist Studies First Year General Papers I and II and Special Papers I and II: Total 50 marks each: • External written examination (40 marks) – Long answer (24 marks), short answer (10 marks), and short notes (6 marks) • Internal examination (10 marks) – Oral, essay writing, group discussion, etc. Higher Diploma Course in Buddhist Studies Second Year General Papers I and II and Special Papers I and III: Total 50 marks each: • External written examination (40 marks) – Long answer (24 marks), short answer (10 marks), and short notes (6 marks) • Internal examination (10 marks) – Oral, essay writing, group discussion, etc. Special Papers II and IV: Total 50 marks each: • External written examination (40 marks) - Translation (10 marks), reference to context (10 marks), long answer (10 marks), and short answer (10 marks) • Internal examination (10 marks) – Oral, essay writing, group discussion, etc. Higher Diploma Course in Buddhist Studies Third Year General Papers I and II and Special Papers I and III: Total 50 marks each: • External written examination (40 marks) – Long answer (24 marks), short answer (10 marks), and short notes (6 marks) • Internal examination (10 marks) – Oral, essay writing, group discussion, etc. 3 Special Papers II and IV: Total 50 marks each: • External written examination (40 marks) - Translation (10 marks), reference to context (10 marks), long answer (10 marks), and short answer (10 marks) • Internal examination (10 marks) – Oral, essay writing, group discussion, etc. III Syllabus III.1 Outline: Higher Diploma Course in Buddhist Studies First Year Semester I General Paper I: Pre-Buddhist Indian Religious Thought: Vedic and Upaniṣadic Special Paper I: History of Pali Literature Semester II General Paper II: Religious Traditions Contemporary to the Buddha Special Paper II: History of Buddhist Sanskrit Literature Higher Diploma Course in Buddhist Studies Second Year Semester III General Paper I: Theravāda Buddhist Philosophy I Special Paper I: Buddhist Art Special Paper II: Milindapañha I Semester IV General Paper II: Theravāda Buddhist Philosophy II Special Paper III: Buddhist Architecture Special Paper IV: Milindapañha II Higher Diploma Course in Buddhist Studies Third Year Semester V General Paper I: Mahāyāna Buddhist Philosophy I Special Paper I: Buddhism in Srilanka, Myanamar, and Thailand Special Paper II: Abhidharmakośa I Semester VI General Paper II: Mahāyāna Buddhist Philosophy II Special Paper III: Buddhism in China, Tibet, and Japan Special Paper IV: Abhidharmakośa II III.2 Detailed Syllabus: Higher Diploma Course in Buddhist Studies First Year 4 Semester I General Paper I: Pre-Buddhist Indian Religious Thought: Vedic and Upaniṣadic Religious aspects of pre-Vedic civilization: Vedic Cosmology (Monotheism, Polytheism, Henotheism, nature worship, ancestral worship); Vedic thoughts on the Creation: Puruṣasūkta and Nāsadīyasūkta; Ritualism: Performance of sacrifices (Domestic and Solemn Sacrifices); Buddha’s response to Vedic religious ideas; Vedic goal of religious life: Materialist aspirations; religious life and social order: Varṇadharma and Āśramadharma; Upaniṣadic reaction to Vedic ritualism and its emphasis on ascetic life; Buddha’s notion of goal of religious life and his response to the Varṇāśramadharma; Upaniṣadic goal of life: Mokṣa; conceptions of metaphysical reality: Ātman, Brahman and Pañcakośa; Upaniṣadic thoughts on the Creation; Buddha’s response to the Upaniṣadic ideas Text books: 1. Dixit, S. N. 1973. Bhāratīya Tattvajñāna. Kolhapur: Sau. Minakshi Dixit. 2. Hiriyanna, M. 1994(1993). Outlines of Indian Philosophy. Delhi: Motilal Banarsidass Publishers Private Limited. Special Paper I: History of Pali Literature Origin and homeland, compilation of Pali Literature (Saṅgīti), Piṭaka literature (Sutta, Vinaya, Abhidhamma) Text books: 1. Dharmarakshita, Bhikshu. 1971. Pāli Sāhitya kā Itihāsa. Varanasi: Gyanamandala Limited. 2. Tagare, Ganesh Vasudev. 1982. Pāli Sahiyāchā Itihāsa. Poona: Continental Prakashan. 3. Upadhyaya, B. S. 1994. Pāli Sāhitya kā Itihāsa. Prayaga: Hindi Sahitya Sammelana. 4. Law, B. C. 2000. A History of Pāli Literature. Indica Books. Varanasi: India. Semester II General Paper II: Religious Traditions Contemporary to the Buddha Pārśvanātha’s Cāturyāmadharma, Mahāvīra’s Pañca-mahāvratas and Anuvratas; Jain concepts of Ahiṃsā, Sarvajñatā and Anekāntavāda; Buddha’s response to the Jain ideas; Jain concepts of Jīva, Karmabandha and Mokṣa; Niyativāda (Fatalism) of Ājīvakas (Makkhali Gosāla); Akriyāvāda (doctrine of moral inefficacy) of Pūraṇakassapa; Śāśvatavāda (Eternalism) of Pakudhakaccāyana; Vikṣepavāda (Skepticism) of Sañjaya Belaṭṭhaputta; Lokāyata criticism of religious way of life; Ucchedavāda (Annihilationism) of Ajitakesakambali and Pāyāsi; Buddha’s response to his contemporary ideas Text books: 5 1. Bhaskar, Bhagachandra. 1977. Jaina Darśana Aura Saṃskṛti kā Itihāsa. Nagpur: University of Nagpur. 2. Dixit, S. N. 1973. Bhāratīya Tattvajñāna. Kolhapur: Sau. Minakshi Dixit. 3. Goyal, S. R. 1987. A History of Indian Buddhism. Meerut: Kusumanjali Prakashan. 4. Hiriyanna, M. 1994(1993). Outlines of Indian Philosophy. Delhi: Motilal Banarsidass Publishers Private Limited. Special Paper II: History of Buddhist Sanskrit Literature Mahāvastu, Lalitavistara, Saddharmapuṇḍarīka; Aṣṭasāhasrikāprajñāpāramitā, Laṅkāvatāra, Suvarṇaprabhāsa, Gaṇḍavyūha, Tathāgataguhyaka, Samādhirāja, Daśabhūmīśvara Works of Aśvaghoṣa: Buddhacarita & Saundarananda, Jātakamālās of Āryaśūra, Haribhaṭṭa and Gopadatta; Avadāna Literature: Divyāvadāna, Avadānaśataka, Bodhisattvāvadānakalpalatā Text books: 1. Nariman, J. K. 1992(1923). Literary History of Sanskrit Buddhism [From Winternitz, Sylvain Levi, Huber]. Delhi: Motilal Banarsidass Publishers Pvt. Ltd. 2. Winternitz M., A History of Indian Literature. Vol. II. Translated by S. Ketkar & H. Kohn. Calcutta: University of Calcutta. Higher Diploma Course in Buddhist Studies Second Year Semester III General Paper I: Theravāda Buddhist Philosophy I Distinction between Vedic and Śramaṇa tradition; the nature of the Buddha’s problem and his inquiry (Ariyapariyesanāsutta); Buddha’s first sermon: The Middle Path and four Noble Truths (Dhammacakkapavattanasutta); Three characteristics of Existence: Anicca, Dukkha and Anatta; the nature of Dukkha and its kinds: Dukkhadukkhatā, Vipariṇāmadukkhatā and Saṅkhāradukkhatā; the doctrine of Anattā and five aggregates; the question of compatibility between Anattā and rebirth (Milindapañho: Lakkhhaṇapañha – section 31: Ko Paṭisandahatīti); causal analysis of Dukkha: Paṭiccasamuppāda and Dvādasanidāna; causes of Dukkha: Avijjā and Taṇhā Text books:
Load more

Recommended publications
  • Self and Non-Self in Early Buddhism (Joaquin Pérez-Remón)
    THE JOURNAL OF THE INTERNATIONAL ASSOCIATION OF BUDDHIST STUDIES EDITOR-IN-CHIEF A.K. Narain University of Wisconsin, Madison, USA EDITORS L.M.Joshi Ernst Steinkellner Punjabi University University of Vienna PatiaUi, India Wien, Austria Alexander W. Macdonald Jikido Takasaki Universitede Paris X University of Tokyo Nanterre, France Tokyo,Japan Hardwell Smith Robert Thurman Carleton College Amherst College Northjield, Minnesota, USA Amherst, Massachusetts, USA ASSISTANT EDITOR Roger Jackson University of Michigan Ann Arbor, Michigan, USA Volume 8 1985 Number I CONTENTS I. ARTICLES J. Nagarjuna's Arguments Against Motion, by Kamaleswar Bhattacharya 7 2. Dharani and Pratibhdna: Memory and Eloquence of the Bodhisattvas, by J ens Braarvig 17 3. The Concept of a "Creator God" in Tantric Buddhism, by Eva K. Dargyay 31 4. Direct Perception (Pratyakja) in dGe-iugs-pa Interpre­ tations of Sautrantika,^/lnw^C. Klein 49 5. A Text-Historical Note on Hevajratantra II: v: 1-2, by lj>onard W.J. van der Kuijp 83 6. Simultaneous Relation (Sahabhu-hetu): A Study in Bud­ dhist Theory of Causation, by Kenneth K. Tanaka 91 II. BOOK REVIEWS AND NOTICES Reviews: 1. The Books o/Kiu- Te or the Tibetan Buddhist Tantras: A Pre­ liminary Analysis, by David Reigle Dzog Chen and Zen, by Namkhai Norbu (Roger Jackson) 113 2. Nagarjuniana. Studies in the Writings and Philosophy of Ndgdrjuna, by Chr. Lindtner (Fernando Tola and Carmen Dragonetti) 115 3. Selfless Persons: Imagery and Thought in Theravada Bud­ dhism, by Steven Collins (Vijitha Rajapakse) 117 4. Self and Non-Self in Early Buddhism, by Joaquin Perez- Remon (VijithaRajapkse) 122 5.
    [Show full text]
  • Nagarjuniana. Studies in the Writings and Philosophy of Nāgārjuna (Chr
    THE JOURNAL OF THE INTERNATIONAL ASSOCIATION OF BUDDHIST STUDIES EDITOR-IN-CHIEF A.K. Narain University of Wisconsin, Madison, USA EDITORS L.M.Joshi Ernst Steinkellner Punjabi University University of Vienna PatiaUi, India Wien, Austria Alexander W. Macdonald Jikido Takasaki Universitede Paris X University of Tokyo Nanterre, France Tokyo,Japan Hardwell Smith Robert Thurman Carleton College Amherst College Northjield, Minnesota, USA Amherst, Massachusetts, USA ASSISTANT EDITOR Roger Jackson University of Michigan Ann Arbor, Michigan, USA Volume 8 1985 Number I CONTENTS I. ARTICLES J. Nagarjuna's Arguments Against Motion, by Kamaleswar Bhattacharya 7 2. Dharani and Pratibhdna: Memory and Eloquence of the Bodhisattvas, by J ens Braarvig 17 3. The Concept of a "Creator God" in Tantric Buddhism, by Eva K. Dargyay 31 4. Direct Perception (Pratyakja) in dGe-iugs-pa Interpre­ tations of Sautrantika,^/lnw^C. Klein 49 5. A Text-Historical Note on Hevajratantra II: v: 1-2, by lj>onard W.J. van der Kuijp 83 6. Simultaneous Relation (Sahabhu-hetu): A Study in Bud­ dhist Theory of Causation, by Kenneth K. Tanaka 91 II. BOOK REVIEWS AND NOTICES Reviews: 1. The Books o/Kiu- Te or the Tibetan Buddhist Tantras: A Pre­ liminary Analysis, by David Reigle Dzog Chen and Zen, by Namkhai Norbu (Roger Jackson) 113 2. Nagarjuniana. Studies in the Writings and Philosophy of Ndgdrjuna, by Chr. Lindtner (Fernando Tola and Carmen Dragonetti) 115 3. Selfless Persons: Imagery and Thought in Theravada Bud­ dhism, by Steven Collins (Vijitha Rajapakse) 117 4. Self and Non-Self in Early Buddhism, by Joaquin Perez- Remon (VijithaRajapkse) 122 5.
    [Show full text]
  • Manage Brainwaves Through Meditation and Attain Samadhi
    International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391 Manage Brainwaves through Meditation and Attain Samādhi Ven. Dr. Lenaagala Siriniwasa Head, Department of Sanskrit, Buddhist and Pali University of Sri Lanka Abstract: Manage Brainwaves through Meditation and attain Samādhi. At the root of all our thoughts, emotions and behaviours are connected by neurons within our brain. Brainwaves are produced by synchronized electrical pulses from masses of neurons communicating with each other. The brain waves can be observed with an EEG (or an “electroencephalograph”) - a tool that allows researchers to note brain wave patterns. Brainwaves are detected using sensors placed on the scalp. They are divided into bandwidths to describe their functions, but are best thought of as a continuous spectrum of consciousness; from slow, loud and functional - to fast, subtle, and complex. Our brain’s ability to become flexible and/or transition through various brain wave frequencies plays a large role in how successful we are at managing stress, focusing on tasks, and getting a good sleep at night. If one of the five types of brain waves is either overproduced and/or under produced in our brain, it can cause problems. Throughout the day in your waking state, your EEG will display all 5 types of brain waves at the same time. However, one particular brain wave will be dominant depending on the state of consciousness that you are in. Keywords: Brainwaves, Alpha, Beta, Theta, Gamma, Samadhi, Buddhism 1. What are the Brainwaves? At the root of all our thoughts, emotions and behaviours are connected by neurons within our brain.
    [Show full text]
  • Unit 4 Philosophy of Buddhism
    Philosophy of Buddhism UNIT 4 PHILOSOPHY OF BUDDHISM Contents 4.0 Objectives 4.1 Introduction 4.2 The Four Noble Truths 4.3 The Eightfold Path in Buddhism 4.4 The Doctrine of Dependent Origination (Pratitya-samutpada) 4.5 The Doctrine of Momentoriness (Kshanika-vada) 4.6 The Doctrine of Karma 4.7 The Doctrine of Non-soul (anatta) 4.8 Philosophical Schools of Buddhism 4.9 Let Us Sum Up 4.10 Key Words 4.11 Further Readings and References 4.0 OBJECTIVES This unit, the philosophy of Buddhism, introduces the main philosophical notions of Buddhism. It gives a brief and comprehensive view about the central teachings of Lord Buddha and the rich philosophical implications applied on it by his followers. This study may help the students to develop a genuine taste for Buddhism and its philosophy, which would enable them to carry out more researches and study on it. Since Buddhist philosophy gives practical suggestions for a virtuous life, this study will help one to improve the quality of his or her life and the attitude towards his or her life. 4.1 INTRODUCTION Buddhist philosophy and doctrines, based on the teachings of Gautama Buddha, give meaningful insights about reality and human existence. Buddha was primarily an ethical teacher rather than a philosopher. His central concern was to show man the way out of suffering and not one of constructing a philosophical theory. Therefore, Buddha’s teaching lays great emphasis on the practical matters of conduct which lead to liberation. For Buddha, the root cause of suffering is ignorance and in order to eliminate suffering we need to know the nature of existence.
    [Show full text]
  • EDUQAS GCSE Buddhism BELIEFS – TEACHINGS - PRACTICES
    EDUQAS GCSE Buddhism BELIEFS – TEACHINGS - PRACTICES CONTENTS Specification and key terms p. 3 Introduction p. 4 The Buddha p. 6 The Dhamma p. 11 The Four Noble Truths p. 15 Samsara, Enlightenment and Nirvana p. 19 Theravada: the Arhat Ideal & Mahayana: The Bodhisattva Ideal p. 22 Theravada Understanding of Human Personality p. 26 Mahayana Understanding of Human Personality p. 30 Ethical Teaching p. 34 Pure Land Buddhism p. 38 Buddhist places of worship p. 42 Meditation p. 46 Devotional Practices p. 50 Death and Mourning p. 54 Festivals and Retreats: Practices in Britain and elsewhere p. 58 N. G. Heap Eton College 2 Specification: Learners should be aware that Buddhism is one of a diverse range of religious and non-religious traditions and beliefs in Great Britain today that also includes Christianity, Hinduism, Islam, Judaism, Sikhism, Humanism and Atheism, but that the main religious tradition in Great Britain is Christian. This knowledge may be applied throughout the assessment of the specified content. Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. Reference to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. Key terms Anicca: The impermanent nature of things Anatta: No independent or permanent self Dukkha: Suffering/unsatisfactoriness Skhandas: The five elements that make up a human being: 1. Form 2. Sensation 3. Perception 4. Mental Formations 5. Consciousness Samatha: Calmness or breathing meditation Pratitya-samutpada:
    [Show full text]
  • Experience of Samadhi
    THE EXPERIENCE OF SAM API 11 An In-depth Exploration of Buddhist Meditation ■ Richard Shan km an ■ Includes interviews with Jack Kornfield, Sharon Salzberg, Christina Feldman, and other teachers The Experience of Samadhi THE EXPERIENCE OF SAMADHI An In-depth Exploration of Buddhist Meditation Richard Shankman SHAMBHALA Boston & London 2 0 0 8 Shambhala Publications, Inc. Horticultural Hall 300 Massachusetts Avenue Boston, Massachusetts 02115 •^^w.shambhala.com © 2008 by Richard Shankman Pages 219-20 constitute a continuation of the copyright page. A l rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, orby any information storage and retrieval system, without permission in writing from the publisher. 987654321 First Edition Printed in Canada @ This edition is printed on acid-free paper that meets the American National Standards Institute Z39.48 Standard. O This book was printed on 100% postconsumer recycled paper. For more information please visit us at •^^w.shambhala.com. Distributed in the United States by Random House, Inc., and in Canada by Random. House of Canada Ltd Interior design and composition: Greta D. Sibley & Associates Library of Congress Cataloging-in-Publication- Data Shankman, Richard. The experience of samadhi: an in-depth exploration of Buddhist meditation / Richard Shankman.—1st ed. p. cm. ■ Includes bibliographical references and index. ISBN 978-1-59030-521-8 (pbk.: alk. paper) 1. Samadhi. 2. Buddhist literature, Pali—History and criticism. 3. Buddhists—Interviews. 1. Title. BQ5630.S16S43 2008 294^3 '4435 DC22 2008017613 CONTENTS Preface | ix Acknowledgments | xii Introduction | xiii PART ONE SAMADHI IN THE PALI TEXTS I.
    [Show full text]
  • Contemplative Psychology, Metacognition and Ego
    WILLIAM JAMES COLLEGE Contemplative Psychology, Metacognition and Ego Development John Churchill MA, William James College, 2016 MA, New England School of Acupuncture, 2004 BA, Naropa University, 1999 2018 Copyright 2018 By John Churchill ii Acknowledgments My deepest gratitude is offered to the influences of H.H. 14th Dalai Lama of Tibet, H.H. 33rd Menri Trizin of the Bon, and the 9th Rahob Rinpoche. May their aspirations be fulfilled. My heartfelt thanks also goes to Nicole Trudel-Churchill, Joyful Non-Returner Lady, for her sacrifice, love, companionship and support. Big Hugs to Trinity Maitreya Churchill, and Bodhi John Churchill for their laughter and spirit of play. Many thanks to my mentor, Daniel P. Brown, for his generosity of spirit and transmission of altruistic motivation, and Gretchen Nelson-Brown of the sky dancing, laughing sisterhood for her support over the years. Deep Gassho to Ken Wilber for his transmission of integral teachings, and to Terri O’Fallon for her generosity, wisdom and wonderful smile. Many thanks for all the love and support from my parents Stephanie and John, and my in-laws, Lynn and Richard. As well as Dustin, Gary, Ginny, Margo & John, Judith & Robert, and Jill & Madhava. Thank-you to both my chair, Robert Dingman Ed.D., and committee member, Richard Reilly Ph.D. for their support, feedback and caring. May whatever small merit may have been gathered through this doctoral project be dedicated to the alleviation of suffering, and the flowering of wisdom and compassion. iii Contemplative Psychology, Metacognition and Ego Development John Churchill William James College 2018 Chairperson: Robert Dingman Ed.D.
    [Show full text]
  • "Signless" Meditations in Pāli Buddhism
    THE JOURNAL OF THE INTERNATIONAL ASSOCIATION OF BUDDHIST STUDIES EDITOR-IN-CHIEF A.K. Narain University of Wisconsin, Madison, USA EDITORS tL. M.Joshi Ernst Steinkellner Punjabi University University oj Vienna Patiala, India Wien, Austria Alexander W. Macdonald Jikido Takasaki Universile de Paris X University of Tokyo Nanterre, France Tokyo, Japan Bardwell Smith Robert Thurman Carleton College Amherst College Northfield, Minnesota, USA Amherst, Massachusetts, USA ASSISTANT EDITOR Roger Jackson Fairfield University Fairfield, Connecticut, USA Volume 9 1986 Number 1 CONTENTS I. ARTICLES The Meaning of Vijnapti in Vasubandhu's Concept of M ind, by Bruce Cameron Hall 7 "Signless" Meditations in Pali Buddhism, by Peter Harvey 2 5 Dogen Casts Off "What": An Analysis of Shinjin Datsuraku, by Steven Heine 53 Buddhism and the Caste System, by Y. Krishan 71 The Early Chinese Buddhist Understanding of the Psyche: Chen Hui's Commentary on the Yin Chihju Ching, by Whalen Im 85 The Special Theory of Pratityasamutpdda: The Cycle of Dependent Origination, by Geshe Lhundub Sopa 105 II. BOOK REVIEWS Chinese Religions in Western Languages: A Comprehensive and Classified Bibliography of Publications in English, French and German through 1980, by Laurence G. Thompson (Yves Hervouet) 121 The Cycle of Day and Night, by Namkhai Norbu (A.W. Hanson-Barber) 122 Dharma and Gospel: Two Ways of Seeing, edited by Rev. G.W. Houston (Christopher Chappie) 123 Meditation on Emptiness, by Jeffrey Hopkins Q.W. de Jong) 124 5. Philosophy of Mind in Sixth Century China, Paramdrtha 's 'Evolution of Consciousness,' by Diana Y. Paul (J.W.deJong) 129 Diana Paul Replies 133 J.W.deJong Replies 135 6.
    [Show full text]
  • No Inner Core: an Introduction to the Doctrine of Anatta / Sayadaw U Silananda; Edited by Anthony Billings & Maung Tin-Wa ISBN 983-9439-09-X 1
    NoNo InnerInner CoreCore AnAn IntrIntroductionoduction toto thethe DoctrineDoctrine ofof ANAANATTTTAA Sayadaw U Silananda HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. AN INWARD JOURNEY BOOK Published by INWARD PATH PUBLISHER P.O. Box 1034, 10830 Penang, Malaysia. Tel/Fax: 04 890 6696 • Email: [email protected] Special Thanks to Sarah E Marks (Dhammachakka Meditation Centre, USA), on behalf of the Sayadaw U Silananda for the kind permission given to us, the Inward Path Publisher to re-print and publish this booklet in Malaysia. Venerable Suvano and Sayalay Dhammadinna (Mitosi & Buddhist Hermitage Lunas); Stephen Gerber (Bodhisara), Pauline Chong and Sabrina Ooi for their support, assistance and for making this Dhamma Book available for Free Distribution. © 1999 Sayadaw U Silananda, USA. All Rights Reserved. No part of this book may be reproduced in any manner without written permission from the publisher. For additional information please contact the publisher. Perpustakaan Negara Malaysia Cataloguing-in-Publication Data: Silananda, Sayadaw U No inner core: an introduction to the doctrine of anatta / Sayadaw U Silananda; edited by Anthony Billings & Maung Tin-Wa ISBN 983-9439-09-X 1. Buddhism – Psychology. I. Soul (Buddhism). II. Billings, Anthony. III. Tin-Wa, Maung. III. Title 294.3 First Edition: 3,000 copies 1995 (Dhammacakkha Meditation Centre, USA). Second Edition: 3,000 copies 1999 (IJ016/98). Book Layout and Design by Sunanda Lim Hock Eng. Printed in Penang, Malaysia. ii iii cover designcover bySunanda H.E. (IPP) Lim ~ NO INNER CORE ~ An Introduction to the Doctrine of Anatta by Sayadaw U Sãlànanda edited by Anthony Billings & Maung Tin-Wa published by INWARD PATH PUBLISHER Penang • Malaysia AN INWARD JOURNEY BOOK IJ016/98 ii iii Contents Preface ................................................................................................
    [Show full text]
  • Learning to Learn
    Learning to learn (Three steps educational models in Buddhism) by Zoltan Cser director of Dharma Gate Buddhist Church, vice rector of Dharma Gate Buddhist College (Hungary) and PhD student of MCU International Buddhist Studies College (Thailand) Introduction If we consider the most relevant issues of our time, one of the most important points is education. With proper education, we could put an end to many problems, starting from polluting our environment, the imbalance of human rights, health problems, and we could continue the list of problems, today there are many, many problematic topics on our globe. There exist several educational systems in different periods of our life. Primary school, secondary school, university, post-gradual studies. They are preparing us to widen our skills, to get higher role in society and also to develop further education. From the viewpoint of Buddhism, we can call the above systems “samsāric education” because it is considering mainly worldly values, secular ethics, worldly targets, and lay livelihood and so on, and it is based on the view of materialism. Obviously measuring the success is also based on material outcome. As we see from the time of Descartes,1 when the famous slogan became widespread (“Cogito ergo sum - I think; therefore I am.”) and the Cartesian dualism or Substance dualism became the main philosophical background of science and education, we are in a trap where interdependence (how it is described in the teaching of the Buddha) is hardly could be discovered. According to Cartesian dualism mind and body are two absolutely separate phenomena that is why Physical sciences that focus to investigate material world are clearly separated from Social sciences where the focus is mainly human behaviour and mind.
    [Show full text]
  • Three Accounts of No-Self (Anatta) 1/8/2013 [email protected] Philosophy, University of New Hampshire
    Three Accounts of No-Self (Anatta) 1/8/2013 [email protected] Philosophy, University of New Hampshire Introduction .................................................................................................................................................................. 1 Buddha’s practical orientation and the simile of the Poison Arrow ............................................................................. 1 SelfBrandom -- Kant, Hegel, and Sellars ............................................................................................................................. 2 Analogy - no sin ............................................................................................................................................................ 4 Three opponents: Empiricism, Cartesianism and Representationalism ....................................................................... 4 Empiricism ............................................................................................................................................. 4 Cartesians .............................................................................................................................................. 5 Representationalism ............................................................................................................................. 5 Against “Bundle Theories” ............................................................................................................................................ 6 ‘I’ is a “logical locution”
    [Show full text]
  • Buddhism and Environmental Ethics
    Buddhism and Environmental Ethics Introduction Buddhism arose in ancient India with the teachings of Siddhärtha Guatama, the former prince and then monk from the Çäkya clan. He would come to be known as Çäkyamuni, “the sage of the Çäkya clan” and also simply as the Buddha, “the awakened one.” There are no precise dates for the life of the Buddha. He is said to have lived about 80 years and traditional scholarship had dated his lifetime from approximately 563 B.C.E to 483 B.C.E., but more recent scholars place his time of death closer to 400 B.C.E., which would make him a contemporary of Socrates. The philosophy, or teachings of the Buddha, is known as the Dharma. All Buddhists become Buddhists in taking the vow of the Three Refuges, which means to take refuge or find shelter or salvation in the Three Jewels of the Buddha (the example thus set by the life of Siddhärtha Guatama), the Dharma (the teachings of the Buddha), and the Sangha (the community of practitioners). Buddhism developed for over a thousand years in India, eventually splitting around the time of the beginning of the common era into two distinct traditions, the Theraväda (school of the Elders) and the Mahäyäna (great vehicle). As a result of the Muslim invasion of India which resulted in the destruction of the Buddhist monasteries and universities, Buddhism almost completely died out in India by the 13th century CE; but by then it had spread widely throughout Asia. Theraväda Buddhism developed in Sri Lanka and parts of Southeast Asia and Mahäyäna Buddhism spread north into Tibet, Bhutan, China, Korea, Japan and Vietnam.
    [Show full text]